Toddler Teacher, Early Head Start

Schedule: Full-time, Monday to Friday, 8:45am to 3:15pm; onsite in Roxbury, MAThis position provides safe and nurturing learning environments, routines, and interactions that promote positive outcomes for children and families. The Teacher plans and implements individualized, developmentally appropriate curriculum based on child observation and assessment data, family input, and Child & Family Division established curriculum guidelines. The Teacher ensures the safety and supervision of children at all times by adhering to all program policies and applicable federal, state, and local standards and best practices.

Essential Functions: Create and maintain a research-based, developmentally appropriate, and nurturing learning environment designed to foster children's social, emotional, physical, and cognitive development and successfully engage all learners, including those with diverse learning needs and those for whom English is a second language. Incorporate the Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children into routines, interactions, and activities. Interact respectfully with children, families, and colleagues using strength-based, trauma-informed, and relationship-based practices. Develop and implement weekly lesson plans, in collaboration with the co-teacher or assistant teacher, that include specific developmentally appropriate learning objectives-both child- and teacher-led-aligned with the program's established curriculum, Massachusetts Early Learning Standards, and the Head Start Early Learning Outcomes Framework. Conduct screenings and regular observations of children in assigned classes for the purposes of completing developmental assessments, individualizing instruction, assessing and reporting on children's progress toward learning objectives, and providing timely referrals for services as needed. In partnership with colleagues, including the co-teacher or assistant teacher, utilize data such as child assessments, classroom observation rating scales, and program surveys and assessments to identify strengths and guide the ongoing development of effective practices. In compliance with all state licensing regulations and program policies, practice positive discipline techniques with children to promote positive behavior and prevent or reduce the likelihood of challenging behavior. Ensure children's safety at all times, including providing appropriate active supervision both indoors and outdoors and maintaining a clean, well-organized classroom. Partner with families to support children's learning by acknowledging all families, practicing anti-bias education principles, valuing diversity, inviting input, responding to concerns with sensitivity and respect, sharing strength-based observations of children's skills, interests, and abilities, and conducting Parent-Teacher conferences and Home Visits in accordance with the program's assigned schedule of frequency. Communicate regularly with Family Support Specialists (FSS) and content area specialists to coordinate efforts to appropriately respond to child and family needs. Actively participate in team meetings, training, coaching, reflective practice, continuing education, and other educational activities to promote team building and professional development. Support children and families during transitions to and from classrooms. Establish and maintain cooperative and respectful relationships with colleagues and participate actively in teaching team responsibilities through communication, collaboration, and curriculum planning. Collaborate with, guide, and support Teaching Assistants, per-diem staff, and volunteers in all aspects of classroom functioning. Keep timely and accurate records, including attendance, CACFP meal counts, incident reports, child observations and assessments, and all required documentation. Work collaboratively with the supervisor and Director of Professional Development and Coaching to develop and follow an Individualized Professional Development Plan (IPDP) to guide short- and long-term training, educational, and coaching goals and plans. Maintain the highest degree of professionalism at all times, including adherence to dress code, NAEYC Code of Ethics, Child & Family code of conduct, and consistency of care through regular attendance and punctuality. As a mandated reporter, recognize and report suspected abuse or neglect to the appropriate authorities as required by law. Maintain confidentiality at all times. Perform other duties as assigned.

Competencies: Excellent interpersonal and communication skills, both written and verbal. Knowledge of Early Childhood Development and Family Systems. Proficient computer skills. Takes responsibility for delivery of services as part of a team effort within the unit or department. Takes initiative in making suggestions for improvement of services. Meets deadlines without causing undue disruption. Utilizes human resources, time, and supplies efficiently. Incorporates the organization's mission, goals, and policies into daily work to foster an inclusive, supportive, and culturally responsive environment for children and adults. Positively represents The Dimock Center in all interactions with visitors, families, colleagues, and community partners.

Work Environment: This position is primarily classroom-based and may involve both indoor and outdoor environments. The Teacher may be assigned primarily to one classroom location or may be assigned to support multiple classrooms.

Physical Demands: Duties may require standing and walking, or sitting for long periods of time. May require lifting up to 40 lbs., with frequent carrying of up to 25 lbs. Must be able to work in both indoor and outdoor spaces.

Required Qualifications: MA Department of Early Education and Care teacher certification required. To be eligible for assignment to an Early Head Start classroom, must have a minimum of a Child Development Associate (CDA) credential or comparable credential, and have been trained or have equivalent coursework in early childhood development with a focus on infant and toddler development. A minimum of two years of experience working with ethnically, linguistically, and/or economically diverse children and families, preferably in a case management capacity, preferred.

Preferred Qualifications: Bilingual skills in English/Spanish, English/Cape Verdean, or Haitian Creole are a plus. Other DutiesThis job description is not intended to cover a comprehensive listing of duties or responsibilities and may change at any time with or without notice.

EEO Statement: The Dimock Center values diversity and is committed to equal employment opportunity regardless of age, color, disability, ethnicity, marital status, national origin, race, religion, sex, sexual orientation, veteran status, or any other status protected by law.